INTRODUCTION
The necessity of the research
Vietnam is highly susceptible to the effects of climate change, ranking 38th in the Global Climate Risk Index 2019 and 13th from 2000 to 2019, highlighting its vulnerability to environmental shifts (Eckstein et al., 2021).
Climate changes in Vietnam include extreme weather events increasing in frequency and are often difficult to predict The terms "record-breaking of rainfall,"
In recent years, Vietnam has increasingly witnessed alarming reports of "record-breaking heat" and "record-breaking flooding," alongside other environmental issues like rising sea levels, saline intrusion, drought, and landslides These phenomena are significantly affecting the country's socio-economic activities, highlighting the urgent need for awareness and action.
In the past decade, Vietnam has enacted various policies aimed at addressing climate change, emphasizing the reduction of greenhouse gas emissions and adaptation strategies A key focus is on community awareness and education, with initiatives designed to enhance understanding of climate change through the national education system (MONRE, 2017).
Education plays a crucial role in raising awareness about climate change, helping individuals understand its causes, impacts, and solutions, while fostering climate literacy among youth and promoting sustainable behaviors (UNESCO, 2015) It empowers communities to make informed decisions and enhances their capacity for adaptation and mitigation Despite its significance, Vietnam's general education program lacks a dedicated subject on climate change, leading to its integration into extracurricular activities and existing curricula, thereby increasing the responsibility of schools and teachers.
Many studies have shown that teachers' knowledge and beliefs about science greatly influence their teaching (Mansour, 2009, pp 31–33; Savasci-Acikalin, 2009, p
Teachers play a crucial role in shaping students' understanding of science by sharing their knowledge and perspectives, which significantly impacts students' knowledge development, behavior, and attitudes (Shiyu Liu et al., 2015; Blazar).
To effectively raise public awareness about climate change through general education, it is crucial to enhance the knowledge and awareness of teachers Consequently, pedagogical students must receive proper training and education from the outset of their teaching careers.
Besides, the Vietnamese education system is in the transition period, replacing the current education program issued in 2006, with the new education program, in
In 2018, the updated education program incorporated clear references to climate change within various subjects, necessitating that teachers enhance their knowledge and teaching skills to adapt to these changes Consequently, the training process for pedagogical students must evolve to ensure they are aware of the new program's content, ultimately improving their learning capacity and employability upon graduation.
Despite numerous global studies on pre-service teachers' perceptions of climate change, there is a notable lack of research in Vietnam specifically assessing pedagogical students' awareness of climate change education This gap is particularly significant as upper secondary education represents a critical transition period for students, during which they begin to shape their future career paths and deepen their understanding of societal issues Therefore, conducting research at this stage is essential to equip pedagogical students, teachers, and upper secondary students with relevant knowledge and perspectives on climate change.
This thesis evaluates the awareness of climate change education among pedagogical students at the National University of Education (HNUE), a premier teacher training institution in Vietnam As a key university within the Vietnamese higher education system, HNUE has educated hundreds of thousands of teachers and education specialists, making it a crucial player in shaping future educators' understanding of climate change in the upper secondary education curriculum.
The study aims to assess students' understanding of key climate change issues and their awareness of their role in climate change education Based on these findings, it will propose strategies to improve pedagogical students' knowledge, awareness, and positive attitudes towards climate change education.
Research objectives
The study focuses on the following main goals:
- Evaluate student's knowledge about the fundamental issues of climate change
- Evaluate awareness of pedagogical students about climate change content in the upper secondary education program
- Evaluate awareness of pedagogical students about their role in climate change education.
Research questions and hypothesis
What is the level of student's knowledge about the fundamental issues of climate change?
Students have an average level of knowledge about the fundamental issues of climate change
What is the level of students' awareness about climate change content in the upper secondary education program?
Students have an average awareness of the issues related to climate change in the upper secondary education program
What is the level of student's awareness about their role in climate change education?
Students have a good awareness of their role in climate change education
Objects and scope of the research
The research focuses on assessing the awareness of pedagogical students at HNUE
The research was conducted from December 2020 to August 2021
The research mainly focuses on the contents of the upper secondary level (grades
10, 11, 12) of the Education Program 2006 (Current Program) and the Education Program 2018 (New Program)
The research was conducted on the campus of HNUE, which is located at 36 Xuan Thuy Street, Cau Giay District, Hanoi, Vietnam
LITERATURE REVIEW
Theoretical basis for awareness of climate change education
According to the United Nations Framework Convention on Climate Change,
Climate change refers to alterations in the global atmosphere caused directly or indirectly by human activities, which contribute to the natural climate variability seen over similar timeframes, as defined by the United Nations.
The recent report from the Intergovernmental Panel on Climate Change (IPCC) highlights the undeniable impact of human activities on climate change, revealing that greenhouse gas emissions produced by humans have reached unprecedented levels in recent history.
Since the mid-20th century, particularly after 1950, human activities have significantly raised greenhouse gas levels in the atmosphere, contributing to global warming This phenomenon is reflected in rising ocean and air temperatures, widespread thawing, and a notable increase in global mean sea levels.
From 1880 to 2012, the average global temperature rose by approximately 0.85°C, with the decade from 2011 to 2020 being the hottest on record In 2020, temperatures increased by 1.2 ± 0.1°C compared to pre-industrial levels Projections from global climate models suggest that Earth's temperature will continue to rise under all greenhouse gas emission scenarios by the end of the 21st century.
Climate change poses a significant threat to humanity, impacting global production, livelihoods, and the environment (Carle, 2015; Gautam et al., 2013; Webersik, 2010) It not only intensifies existing risks but also introduces new challenges that affect critical areas such as energy, water, food security, social stability, and employment (IPCC, 2014b; Webersik, 2010).
Vietnam is among the nations most impacted by climate change, with the Mekong Delta ranking as one of the three deltas globally most susceptible to rising sea levels The effects of climate change in Vietnam have intensified significantly over the years.
In recent years, climate change has led to a rise in the frequency and intensity of natural disasters, resulting in significant losses in life, property, and infrastructure From 1995 to 2017, these disasters—including storms, floods, landslides, and droughts—caused annual losses of approximately 14 trillion Vietnam Dong (VND) at 2010 prices, with a notable increase of 12.7% (Government of Vietnam, 2020) In 2020 alone, natural disasters in Vietnam resulted in over 379 fatalities and missing persons, with property damage estimated at 39.1 trillion VND, predominantly from storms and floods, which accounted for 82.8% of the total damage (GSO, 2020).
Climate change poses a serious threat to food security and agricultural development in Vietnam, leading to shrinking agricultural land and significant impacts from sea level rise in the Mekong Delta This phenomenon adversely affects crop growth, yield, and planting seasons Additionally, climate change exacerbates resource depletion and environmental degradation, particularly concerning water resources Consequently, the increased vulnerability from these changes risks hindering socio-economic development and jeopardizing existing achievements.
Climate change adversely affects educational activities, particularly in vulnerable regions where natural disasters and extreme weather strain educational infrastructure Additionally, the migration of individuals from climate-impacted areas has increased the demand for new learning facilities for resettled children, placing further pressure on government resources (Han & Peter, 2016).
Natural disasters pose significant risks to the safety of students and teachers, severely interrupting the educational process Following events such as storms or floods, affected families often suffer substantial losses, making it difficult for them to pay tuition fees, which can result in students dropping out of school.
All-inclusive, these challenges require Vietnam to make more efforts in policies and measures to increase awareness and capacity to mitigate and adapt to climate change
Climate change education is crucial for enhancing public awareness and building community resilience, as it serves as an effective tool to improve adaptive capacity and mitigate the impacts of climate change (IPCC, 2014a; The Commonwealth, 2016).
The United Nations Framework Convention on Climate Change (1992) and the Paris Agreement (2015) emphasize the importance of collaboration among parties to enhance education and training, raise awareness about climate change, encourage community participation, and improve public access to information.
Among the United Nations Sustainable Development Goals, several specific targets have a strong link between education and climate change, such as Target 4.7:
By 2030, it is essential to ensure that all learners acquire the knowledge and skills necessary for promoting sustainable development through effective education This includes fostering a lifestyle that aligns with sustainable practices and ensuring that individuals everywhere have access to relevant information and awareness about living in harmony with nature Additionally, enhancing education and increasing awareness regarding climate change is crucial to improve human and institutional capacities for mitigation, adaptation, and impact reduction, while also establishing early warning systems.
Climate change education emphasizes the importance of teaching students about climate change, including its phenomena, causes, effects on human life, and strategies for adaptation and mitigation (Stevenson et al., 2017) This educational approach not only enhances students' understanding of climate change but also fosters awareness and concern for climate issues at both local and global levels (IAP, 2017; Mochizuki & Bryan, 2015; Stevenson et al., 2017) Ultimately, it aims to cultivate the right attitudes, awareness, and skills necessary for students to coexist harmoniously with the natural environment.
8 environment, while also working independently or in coordination to find solutions for current climate change issues and to prevent potential future climate change problems (IAP, 2017, p 3; Stevenson et al., 2017, p 1)
Climate change education is inherently interdisciplinary, incorporating various subjects such as biology, geography, chemistry, and history to address both the environmental and socio-economic aspects of climate change As the impacts of climate change become increasingly significant, there is a growing emphasis on understanding not just the "Climate" but also the "Change" it brings, which necessitates integrated teaching approaches This comprehensive perspective enables learners to gain specific knowledge and relevant experiences that are directly applicable to real-life challenges associated with climate change.
By integrating climate change content into the curriculum, the following objectives can be achieved:
Overview of research related to thesis
Around the world, there are several studies on climate change awareness and perceptions of students in the education field or pre-service teachers
A survey conducted by Helen Boon in Australia involving 87 senior pre-service teachers revealed that, despite maintaining positive attitudes and confidence in teaching environmental education throughout their training, their understanding of climate change remains low and shows little improvement This finding highlights the challenges pre-service teachers face in grasping the scientific complexities of climate change, even within a university that emphasizes sustainable education The interdisciplinary nature of climate change, which encompasses various subjects such as chemistry, physics, biology, and earth science, contributes to this difficulty.
A study by Meilinda et al (2017) examined the perceptions of science teachers and pre-service teachers in South Sumatra, Indonesia, regarding climate change and global warming The findings revealed that nearly 50% of these educators hold misconceptions about critical environmental issues, including global warming, climate change, ozone depletion, and acid rain Furthermore, many respondents expressed skepticism about the effectiveness of education in altering public attitudes toward climate change, believing instead that the media plays a more significant role in shaping these perceptions.
A study conducted by Nasir Nayan et al (2020) explored the climate change perceptions of pre-service teachers at Sultan Idris Education University in Myanmar, surveying 500 final-year students across nine faculties The research focused on four key areas: knowledge, attitudes, skills, and practical actions related to climate change adaptation and mitigation The findings revealed significant insights into the students' understanding and engagement with climate change issues.
The findings indicate that while knowledge and attitude levels are strong, skills and practice are slightly above average This suggests that the initiatives implemented by the Ministry of Education and the university have successfully achieved their objectives, with the expectation that skills and practice will continue to improve over time.
At the College of Education, University of Nueva Caceres, a study by Ronnel Joseph T Competente revealed that pre-service teachers exhibit a poor attitude towards climate change education and show minimal differences in climate change knowledge between new and former students The findings emphasize the necessity for intern teachers to gain comprehensive knowledge and engage in practical activities to effectively incorporate climate change into their future teaching Furthermore, the study highlights the importance of connecting training programs for both students and faculty to enhance the content of climate change education.
Jin Su Jeong and his team conducted a climate change awareness analysis for pre-service teachers using a flipped classroom intervention model at the University of Extremadura's Teaching Training School in Spain The findings indicated a notable increase in the pre-service teachers' awareness of climate change, facilitated by a scientific learning environment, leading to a greater willingness to engage in climate change education Additionally, research highlights that flipped classroom interventions can effectively address the limitations of traditional teaching methods in climate change higher education Consequently, pre-service teachers are better equipped to innovate and enhance their teaching practices at the primary level.
Climate change education is crucial for pre-service teachers and pedagogy students, as it significantly impacts their awareness, knowledge, attitudes, skills, and practical actions, which in turn influence their teaching and students' futures Despite having a positive attitude towards climate change education, research indicates that pre-service teachers often possess limited and sometimes confused scientific knowledge about the topic Additionally, this knowledge remains largely unchanged throughout their teacher training process.
The challenges in understanding climate change can be attributed to various factors, including its complexity and interdisciplinary nature, as well as the reliance on traditional media for information, which often lacks reliability.
In Vietnam, there are some studies on climate change awareness with undergraduate students, such as:
Nguyen Tat Thang and his team researched to study students' awareness of Hanoi University of Agriculture (T T Nguyen et al., 2013) The research team has surveyed
A study involving 800 school students from various faculties, including Agriculture, Food Technology, Natural Resources and Environment, Veterinary Medicine, Electrical Engineering, Livestock, and Aquaculture, examined their awareness of climate change The findings revealed that students possess an average understanding of climate change concepts and its effects on agriculture, forestry, fisheries, and rural communities Notably, final year students demonstrated a higher level of awareness compared to their peers in earlier years.
Nguyen Thanh Hoa evaluated the awareness, attitude, and behavior of Can Tho University students regarding climate change, surveying 120 students across four faculties, including the Faculty of Education (T H Nguyen et al., 2020) The findings indicate that students possess a strong understanding of climate change concepts, manifestations, and their impacts on daily life However, Pedagogy students demonstrated lower awareness levels compared to their peers in the Environment, Agriculture, and Economics faculties Encouragingly, the surveyed students expressed a willingness to modify their lifestyles and engage in public awareness activities related to climate change.
Recent studies by Vietnamese scientists and educators highlight the importance of incorporating climate change education into the general curriculum (T Q Nguyen, 2021; D T Tran, 2012) To successfully implement this integrated approach in high schools, a flexible and reasonable teaching strategy is essential (Tong, 2015) Notably, Nguyen Tat Thang's doctoral thesis provides valuable insights into effective integration methods for climate change education.
Incorporating climate change education into Biology teaching for upper secondary school students is essential for fostering awareness and understanding of environmental issues (T T Nguyen, 2018) Additionally, Nguyen Thi Viet Ha emphasizes the effectiveness of project-based methods to enhance teaching capabilities in integrated climate change education for Geography pedagogy students.
V H Nguyen, 2016); Bien Van Minh and Pham Quang Chinh on integrating the content of climate change education into Technology subject at grade 10 (Bien & Pham, 2015) In general, the content of climate change education that integrates or relates to subjects is increasingly getting more attention to equip Vietnamese students with more appropriate knowledge, attitudes, and skills in the future
The author formulates a research hypothesis regarding students' average knowledge and awareness of climate change content, as well as their understanding of their role in climate change education This hypothesis reflects the author's initial expectations, which are balanced and moderate, taking into account the diverse backgrounds of pedagogical students across various faculties.
Novelty of research
This study will have some new features compared to previous studies, especially in Vietnam
- Clarify the theoretical basis of climate change education awareness for pedagogical students
- Review and analyze the content related to climate change education in the current and the new upper secondary education program
- Develop a criteria table to assess pedagogical students' awareness of climate change education in the upper secondary education program
- Survey students' awareness to verify proposed scientific hypotheses, from which to propose recommendations
METHODOLOGY
Methods
- Using methods to inherit information, data, published and verified arguments of governments, organizations, and scientific researches
Upper secondary education programs primarily identify climate change content through specific titles and keywords This includes material that explicitly mentions terms such as "climate change," ensuring a direct connection to the subject matter.
Global warming and climate change are interconnected themes that can be explored through various natural science subjects like Biology and Geography Key concepts such as "sustainable development," "ecology," "fossil energy," and "clean energy" are vital for understanding these issues Additionally, social studies can incorporate climate change topics through lessons on historical events, cultural contexts, and practical activities outside the classroom The allocation of class hours for these subjects is carefully aligned with the guidelines outlined in the educational programs.
The study focused on pedagogical students of 10 faculties as follows:
- Faculty of Politics - Civic Education
The survey targets first-year and fourth-year students to assess the evolution of pedagogical awareness before and after their training It focuses on faculties that prepare future teachers for key subjects in upper secondary education.
Due to insufficient recruitment in previous years, the Faculty of Technical Education lacks third and fourth-year students; therefore, the fourth-year data presented in the thesis is derived from a survey of second-year students.
To collect data, the sample size in this study is calculated by the following formula (Yamane, 1967) with n: sample size; N: population (around 3500 students); e: sampling error (5%) n = N / [ 1 + N(e 2 )]
According to the established formula, a total of 359 survey samples were required, with the initial goal set to survey 400 students, comprising 20 first-year and 20 fourth-year students from each faculty Ultimately, 795 samples were collected, of which 741 were deemed valid for analysis, ensuring that the survey results accurately represent the population Notably, the participation of first-year students was 1.75 times greater than that of fourth-year students, with 472 first-year participants compared to 269 fourth-year participants (see Appendix 5).
- Data is collected online through Google Survey Form
- The questionnaire is made up of 4 parts:
+ Part 1: Multiple choice questions on basic knowledge about climate change
+ Part 2 Survey questionnaire on awareness about contents related to climate change in education programs
+ Part 3 Survey questions about students' awareness of their role in climate change education
- The questionnaires with references and synthesis from National Aeronautics and Space Administration (NASA) quiz, studies of Boon (2016), Nation (2017), Misistry of Education and Training (MOET) documents
- The questions in parts 2, 3, and 4 use the 5-point Linkert Scale and are all set up in the same direction of evaluation (1 is negative - 5 is positive)
To gather comprehensive data and enhance post-analysis findings, conduct in-depth interviews and consult experts on climate change education Additionally, develop a set of criteria to assess awareness and evaluate the current state of teaching and training at Hanoi National University of Education (HNUE).
The author has interviewed five people at HNUE, including a vice-dean of the Biology Faculty and four lecturers from the English, Philology, Physics, and Geography faculties
Research using SPSS statistical software to analyze collected data, with statistical parameters including mean, standard deviation, most frequently occurring value in the series, percentage hundred, etc
The reliability of the observed variables in this study is assessed using Cronbach's Alpha coefficient, which is deemed reliable if it is greater than or equal to 0.6 Additionally, the Corrected Item-Total Correlation must exceed 0.3 for the scales to be considered sufficiently reliable for subsequent analyses, as supported by Nunnally & Bernstein (1994) and Taber (2018).
- Chi-squared test to evaluate whether there is a relationship between two categorical variables in a data set
One-way analysis of variance (ANOVA) is employed to compare the means of variables and determine if there is a statistically significant difference in awareness among students from different faculties and academic years Prior to assessing mean differences, it is essential to test the homogeneity of variance among the groups of qualitative variable values The author posits the null hypothesis (H0) that there is no difference in variance between these groups (McLeod, 2019) To test this hypothesis, the Levene test is utilized, and the analysis is conducted using SPSS software.
18 the Levene test data are taken from the Based on Mean row of the Test of Homogeneity of Variances table (Field, 2009) Testing result:
+ Sig > 0.05: Accept the HL-0 hypothesis; homogeneity of variances is not violated We use the results of the F-test in the ANOVA table
+ Sig < 0.05: Reject hypothesis HL-0, that is, homogeneity of variances is violated, so it have to use the Welch test results in the Robust Tests of Equality of Means table
After that, to test the mean of quantitative variables, we hypothesize H0: There is no mean difference between groups of values Testing result:
+ Sig > 0.05: Accept the H0 hypothesis, there is no statistically significant mean difference between the groups of values
+ Sig < 0.05: Reject the hypothesis H0, there is a statistically significant difference between the groups of values.
Data and Materials
Data types Data sources Note
- Publications of researchers, NGOs, scientific journals
Public/existing information collected by others
Primary Data - In-depth interview
The framework of the Thesis
FINDING AND DISCUSSION
Climate change education content in the upper secondary school program
The general education program encompasses a comprehensive framework that defines the goals and requirements essential for student competencies and qualities It details the educational content's scope and structure, outlines the methods and organization of educational activities, and establishes evaluation criteria for each grade level The Current Program, initiated in 2006 under Decision No 16/2006/QD-BGDĐT by the Ministry of Education and Training (MOET), remains in effect for grades 2 through 12.
The Current Program's upper secondary education curriculum lacks direct topics on climate change, but it does offer related content primarily in Biology and Geography Key subjects such as Ecology, Metabolism, and energy in Biology, along with Natural geography and socio-economic geography in Geography, provide essential knowledge that is closely linked to climate change.
In grades 10, 11, and 12, a total of 114 class hours can be dedicated to climate change education, representing approximately 3.62% of the average 3,150 class hours in the upper secondary school curriculum.
The 2018 General Education Program, established by Circular No 32/2018/TT-BGDĐT on December 26, 2018, is set to gradually replace the existing curriculum (MOET, 2018f) This New Program introduces significant changes, particularly by incorporating relevant knowledge aimed at addressing societal advancements, including critical issues such as climate change and sustainable development.
In the foreword of the Master Program, the Ministry of Education and Training highlights the significant global challenges we face today, including climate change, resource depletion, environmental pollution, and social upheaval (MOET, 2018d, p 3) To achieve sustainable development, countries are continuously reforming education to enhance the quality of human resources, ensuring that future generations possess a strong cultural foundation and the adaptability needed to navigate the changes in both nature and society.
Among the essential quality requirements of students in the New Program, on the
Students have a crucial responsibility to care for the environment, particularly during the upper secondary stage, where they are encouraged to actively engage in promoting and protecting nature This includes mobilizing others to participate in efforts addressing climate change and fostering sustainable development, as outlined by the Ministry of Education and Training (MOET, 2018d, pp 42–43).
The upper secondary program's content directly addresses climate change through the Experimental Activity program and subjects like Physics, Biology, Geography, Technology, and English, either as specific goals or within particular topics The Experience Activity program emphasizes the importance of "Understanding" to demonstrate the significance of the activity and the impact of climate change (MOET, 2018b, p 46).
The Technology curriculum focuses on integrating essential topics such as sustainable development, climate change, environmental protection, and efficient energy use, while also emphasizing financial education Additionally, it promotes interdisciplinary learning through the integration of Science, Technology, Engineering, and Mathematics (STEM) to enhance educational outcomes in these fields.
In Biology education, it is essential for students to apply their knowledge and skills by utilizing investigation data to explore solutions for protecting nature and the environment This approach fosters critical thinking and encourages the implementation of effective strategies for environmental conservation.
22 to climate change and having appropriate behaviors and attitudes for sustainable development "(MOET, 2018a, p 62) (MOET, 2018a, p 62)
Geography plays a crucial role in understanding climate change, as it integrates essential topics such as environmental education, natural disaster prevention, and population dynamics within its curriculum This subject emphasizes the interconnection of knowledge from various fields, including Physics, Chemistry, and Biology, to enhance geographic understanding By combining insights from multiple disciplines, Geography fosters a comprehensive approach to addressing climate-related issues and promotes awareness of critical themes like gender, heritage, and traffic safety (MOET, 2018c, p 4).
The existing Agenda offers opportunities to integrate climate change themes into various subjects, including Literature, Informatics, and National Defense and Security training, thereby promoting a more comprehensive understanding of this critical issue.
The analysis reveals that there are 36 lessons directly focused on climate change, alongside 170 additional lessons that can be integrated to support climate change education In the New Program, high school students have a total of 3,045 class hours and the flexibility to choose subjects that align with their interests Consequently, the extent of climate change-related classes ultimately depends on the choices made by students, teachers, and schools.
4.1.3.1 About the content and duration of the subjects
The table below outlines the duration of content directly related to climate change, as well as indirectly related topics that can be integrated into the upper secondary school curriculum across two programs (for further details, refer to Appendices 1 and 2).
Table 4.1 Amount of contents related to climate change in two programs
Current Program New Program Subjects Directly Indirectly Directly Indirectly
The New Program features nearly double the number of climate change lessons compared to the Current Program, highlighting a significant emphasis on this critical issue This increase reflects the evolving knowledge standards and skill requirements for students in general education programs The subjects can be categorized into several temporary groups.
Climate change encompasses a wide range of topics and knowledge areas, making it a crucial subject for education Lessons can incorporate climate change content across various disciplines, from natural sciences that elucidate meteorological phenomena to discussions on its socio-economic impacts on industries, communities, and regions.
* Group 2: Physics, Chemistry, Technology, Biological, Out-of-class Education, Experience Activities
Developing indicators and tools for assessing students' awareness of climate
4.1.4 Teaching education programs in HNUE
Interviews and consultations with lecturers at HNUE, along with a review of various faculty curricula, reveal that general education program content is not taught as a standalone subject but is primarily integrated into courses like Teaching Methodologies Furthermore, the inclusion of this content varies based on the lecturer and related specialized subjects Typically, students, particularly those in their final year during internships, take the initiative to engage with the general education program.
Teaching Methodologies are crucial in education programs as they directly relate to the curriculum Pedagogical students must understand the specific chapters and content areas within the education program to effectively prepare their teaching topics Lecturers primarily use these subjects to introduce students to the educational programs, while other subjects tend to focus on in-depth knowledge without referencing the program content.
The students' understanding of climate change was significantly enhanced through their engagement in two programs, which fostered strong connections with their lecturers, integrated relevant subjects, and promoted active learning within the faculty.
4.2 Developing indicators and tools for assessing students' awareness of climate change education in upper secondary programs
The rubric is designed to evaluate awareness of climate change education, incorporating its definition, components, and key indicators Each indicator is organized into three distinct levels of expression, as detailed in Table 4.2.
Table 4.2 Indicators for assessing student’s awareness about contents related to climate change in the upper secondary education programs
Components Indicators Level of expression
1 Identify climate change knowledge in upper secondary education programs
1.1 Study the general education programs and the curriculum of subjects
Have not studied the general education programs and the curriculum of subjects
Study the general education programs and the subject related to the training field
Study the general education programs and the curriculum of subjects
1.2 Recognize and identify knowledge related to climate change in education programs
Not recognize of climate change knowledge in the two programs
Recognize the knowledge about climate change in the curriculum, but not adequate and accurate
Adequately and accurately recognize the knowledge about climate change in the programs
2 Evaluate the degree of integrating knowledge of climate change in education programs
2.1 Comparing the knowledge ratio of climate change in education programs
Can not compare the ratio of knowledge related to climate change in the two programs
Have comparable knowledge related to climate change in the two programs, but has not given a specific rate
Compared and given the ratio of specific differences in climate change knowledge between the two programs
2.2 Assess the trend of integrating climate change knowledge of the New Program
Can not assess the trend of integrating climate change knowledge of the New Program (or assessed as a downward trend)
Assessing the trend of integrating climate change knowledge of the New Program, but not adequate and accurate
Adequately and accurately assess integration trends in specific subjects
3 Proposing the role of climate change education in teaching
3.1 Identify the role of climate change education in the curriculum of subjects
Not identified the important role of climate change education
Identify the important role of climate change education but not adequate and accurate
Adequately and accurately identify the role of climate change education
Components Indicators Level of expression
3.2 Proposing the role of climate change education with the comprehensive development of students
Not recommended role of climate change education with the overall development of students
Proposing, but not fully and accurately, the role of climate change education in the comprehensive development of students
Adequately and accurately propose the role of climate change education with the comprehensive development of students
4.2.2 Tools for assessing students' awareness
To evaluate students' understanding of climate change education in upper secondary programs, the author created assessment tools designed to measure their knowledge and awareness, utilizing specific observational indicators.
4.2.2.1 Assessing knowledge about climate change
- There are 15 multiple-choice questions in the knowledge test Each correct answer gets 1 point The maximum point is 15
- Based on the total score of each student and the average score by faculty/year, the author developed a scale to classify levels of knowledge as follows:
Ranked Weak Average Good Very Good
4.2.2.1 Assessing awareness about climate change education
- Based on the mean value of each question (Pimentel, 2019), the author developed a scale to classify levels of awareness about climate change education, as follow:
Survey results on climate change knowledge
Table 4.4 summarizes the students' choices for each question in the knowledge questionnaire, arranged by Studen Year, including Pearson’s Chi index and statistical significance
Table 4.4 Summary of students' choice for each knowledge question
Question 1 Which gas has increased in concentration significantly in recent years and is considered the main cause of the increase in the greenhouse effect?
Question 2 Greenhouse gases in the lower atmosphere (troposphere) absorb
Infrared radiation is emitted by the surface of the earth and the ocean
Solar radiation is reflected by clouds 49 10.4% 24 8.9%
Solar radiation over the entire electromagnetic spectrum
Question 3 The largest source of greenhouse gas emissions caused by humans comes from
Question 4 Which country has the current largest CO2 emissions in the world?
Question 5 Which greenhouse gas makes up the most percentage in the atmosphere?
Question 6 The ozone layer is mainly depleted for the following reasons?
Emissions of CFCs into the atmosphere
The increasing temperature of the sun's rays
Question 7 Which of the following has the greatest effect on sea level rise?
Melting of ice in the Arctic Ocean 47 10.0% 40 14.9%
Melting of mountain glaciers and ice sheets in Greenland and Antarctic
The emergence of the ocean floor 15 3.2% 4 1.5%
Question 8 When the global average temperature increases, then
The average precipitation remains unchanged
Question 9 Which of the following phenomena are not associated with climate change?
Forest fires are getting worse 62 13.1% 26 9.7% 9.3 0.053
The volcano is more active 85 18.0% 71 26.4%
The storms are more intense 42 8.9% 17 6.3%
Question 10 Where did some of the earliest and strongest impacts of global warming occur?
The effects of global warming are evenly distributed across the planet
Question 11 Climate change mitigation is
Natural and human adjustment to reduce vulnerability and take
32 advantage of opportunities brought about by climate change
Activities that reduce the level and intensity of greenhouse gas emissions
Human activities to prevent climate change from happening
Human activities aimed at reducing vulnerability
Question 12 Climate change adaptation is
Human activities to prevent climate change from happening
Human activities to reduce the temperature rise on Earth
Human activities to reduce the level and intensity of greenhouse gas emissions
Human activities to reduce vulnerability and take advantage of opportunities brought about by climate change
Question 13 What was agreed upon in the "Paris Agreement" at COP-21, held in Paris in 2015?
Limit global warming to below 1 o C, reduce emissions as soon as possible
Limit global warming to below 2 o C 79 16.7% 42 15.6%
Limit global warming to below 4 o C, evaluate the process every ten years
Question 14 Which of the following is not an example of a climate change mitigation strategy?
Alternative clean energy production 75 15.9% 30 11.2% 4.2 0.369 Carbon capture and storage 121 25.6% 75 27.9%
Question 15 Which of the following Adjust the planting time 125 26.5% 65 24.2% 1.6 0.796
33 is not an example of climate change adaptation?
Construction of sluice gates to prevent saline water and storm surges
Strengthening and upgrading infrastructure works
Use electric stoves instead of coal stoves, wood stoves to reduce CO 2 emissions
Planning for natural disaster prevention and production business operations
Note: The correct answer to each question is highlighted in bold
From Table 4.4, it can be seen that there is a difference in the rate of choice between first-year students and fourth-year students, although not much
The analysis of student responses to questions about climate change reveals that over 70% correctly identified the significant increase in certain gases and recognized the country with the highest CO2 emissions However, for other questions, such as the absorption of greenhouse gases in the troposphere, only about 37% of students provided the correct answer, indicating confusion with ultraviolet radiation Additionally, students frequently selected familiar keywords like "Industrial Processes" and "CO2," suggesting a reliance on recognizable terms rather than a deep understanding of climate change concepts.
Questions 6 to 10 about the impacts of climate change The majority of students answered Questions 6, 7, and 8 correctly, and the percentage of fourth-year students who answered correctly was higher than that of first-year students In Question 9, only 18% of first-year students and 26.4% of fourth-year students chose the correct answer as ―Volcanoes are more active‖ Question 10 about ―Where did some of the earliest and strongest impacts of global warming occur?‖, and more than 63.1% of first-year students and 61.0% of fourth-year students, choose the answer "south latitude", while the correct answer is "north latitude" has the lowest selection rate, respectively 9.1% and 7.8%
The final section includes questions on climate change mitigation and adaptation
In a recent assessment, only 18.2% of first-year students and 19% of fourth-year students accurately identified the definition of climate change mitigation Conversely, a significant number of students demonstrated a clear understanding of climate change adaptation, with 66.1% of first-year and 71.7% of fourth-year students providing the correct definition Additionally, many students remain unclear about the stipulations of the 2015 Paris Agreement, as evidenced by incorrect responses such as "Limit global warming to below 1°C."
The data indicates that questions 14 and 15 highlight students' confusion regarding climate change mitigation and adaptation, despite specific solutions being provided Notably, there is a slight variation in the selection rates of answers, with fourth-year students demonstrating a higher percentage of correct responses.
Among the 15 questions analyzed, only Questions 4 and 7 demonstrated statistical significance with P < 0.05 The remaining questions exhibited P > 0.05, indicating a lack of statistical significance and suggesting that "Student Year" does not correlate with the answer choices.
Table 4.5 illustrates the distribution of students by Faculty and Year, highlighting that a significant percentage of students fall into the poor and average knowledge score categories Notably, only one second-year student in Technical Education attained a score of 13 points These findings indicate that even students in faculties closely related to climate change, such as Geography and Biology, struggle to comprehend fundamental concepts regarding climate change.
Table 4.5 Statistics of knowledge score and classifications
Poor Average Good Very Good
Poor Average Good Very Good
Table 4.6 reveals the highest, lowest, and mean scores across different faculties by student year Notably, first-year Philology students have the lowest average score at 4.47, while fourth-year Physics students boast the highest average score of 6.70 Regrettably, no faculty has reached the average level mean score of 7-9.
Table 4.6 Total mean knowledge score of each faculty with student year
Faculty N Minimum Maximum Mean Std
Except for the Math and Geography faculties, fourth-year students have higher mean scores than first-year students, although the gap is insignificant Figure 4.1 shows an intuitive view:
Figure 4.1 Total mean knowledge score of each faculty with student year
The Faculty of Geography was taken aback to find that their mean score was lower than that of other faculties in a recent survey, with no students achieving a good level of performance Alarmingly, even fourth-year students scored slightly lower than first-year students, despite the curriculum being closely tied to critical knowledge of climate change Associate Professor Dao Ngoc Hung, an expert in climate change research from the Geography Faculty, commented on these concerning results.
“I have no comments Although climate change is an area of the
Department of Geography, the Department of Geography has not had a specific subject on climate change Due to lack of training, students' knowledge cannot be high.‖ (N H Dao, personal communication, August
Discussions with Associate Professor Dao Ngoc Hung reveal that Geography students heavily rely on their lecturers and the curriculum, showing a lack of initiative to seek knowledge beyond textbooks The absence of a dedicated climate change subject in their training program leads to minimal interest in the topic, resulting in limited research efforts and difficulties in retaining accurate information.
The low knowledge score among Geography Faculty students can be attributed to various factors However, the introduction of a dedicated climate change subject starting in 2021 is expected to enhance their understanding and improve this situation significantly.
4.4 Students' awareness of the climate change education content in the upper secondary education program
The reliability analysis of the scale indicates that the overall Cronbach's Alpha coefficient for all indicators exceeds 0.6, and the total correlation coefficient for the observed variables is greater than 0.3 This demonstrates that the scale is sufficiently reliable for subsequent analytical steps Detailed Cronbach's Alpha values and the corresponding code names of the indicators can be found in Appendix 6.
4.4.1 Study the general education programs and the curriculum of subjects
In the Current Program, only 5% of students have thoroughly studied the entire curriculum, while 30.5% have read it briefly Additionally, 26.2% of students have focused their studies solely on subjects related to their training field Notably, a significant portion of students, 13.8%, are unaware of the program, and 24.6% know about it but have not engaged with it.
The New Program has led to increased engagement among students, with 8.8% of the total student body thoroughly studying its content Additionally, the number of students who are either unaware of or have not engaged with the program has decreased This trend indicates that HUNE is effectively directing its focus towards the New Program, which is set to replace the Current Program in the near future.
Most of the faculty's awareness level in terms of Indicator 1.1 in each student year is just average Some are rated as good as fourth-year Chemistry, Physics, Politics
- Civic Education, Philology, Mathematics-Informatics faculties On the other hand,
40 the first-year Geography and the entire English faculty have weak awareness about the two programs (See Appendix 7, Indicator 1.1)
4.4.2 Recognize and identify knowledge related to climate change in education programs
A low percentage of students in upper secondary education programs can identify extensive content related to climate change, with only 42.2% recognizing an average amount in the Current Program In contrast, 35% of students report very little or no recognition of climate change content in this program, while the New Program shows an improvement, with only 24.1% struggling to identify relevant material Consequently, a higher proportion of students in the New Program can identify a significant amount or all of the climate change content.
Pedagogical students demonstrate an average understanding of climate change knowledge, with the English faculty and first-year Mathematics-Informatics students showing particularly low awareness levels (Refer to Appendix 7, Indicator 1.2).
4.4.3 Comparing the knowledge ratio related to climate change in education programs
Students' awareness of their role in climate change education
Many students acknowledge their potential role in addressing climate change by becoming educators, expressing a strong desire to promote environmental protection and climate change awareness, even in subjects unrelated to these topics However, despite their positive outlook, approximately one-third of students lack confidence in their ability to effectively prepare for lectures on climate change issues.
(Section 4.7) Table 4.8 shows the summary results of students' awareness of their role in climate change education (For details, see Appendix 7 and Appendix 8 about Indicator 4)
Table 4.8 Summary results of students' awareness of their role in climate change education
Statistically significant difference in awareness Student Years Faculties
Indicator 4 Students' awareness of their role in climate change education
The analysis reveals that there are no significant differences in awareness levels across different student years or faculties As illustrated in Figure 4.3, the high mean score for indicator 4 highlights students' strong enthusiasm for climate change education (refer to Appendix 7, Indicator 4).
Figur 4.3 Mean score students' awareness of their role in climate change education
Sub-questions
The most common response to each statement was agreement, with a mode of 4 and an enrollment rate ranging from 48% to 51% Additionally, the percentage of students who strongly agreed fell between 16% and 21%.
According to statement I1, 21.6% of students are uncertain about the connection between the subjects they will teach in high school and climate change knowledge, while only 8.7% of students express disagreement with this notion.
With statement I2, more than a quarter of students (26.7%) are unsure whether the ―one program, multi-textbook‖ policy would meet the teaching objectives of integrating climate change education
With statement I3, it can be seen that the number of students choosing
"uncertain", "disagree‖ , ―strongly disagree" has decreased, but not significantly Since then, 67.6% of students claim that the training process at HNUE contains knowledge related to climate change
At the end of I4, more than one-third of students are not confident in correctly preparing the topics to teach about climate change.
Source of knowledge
According to Figure 4.4, students primarily rely on various sources to enhance their understanding of climate change and respond to survey questions, with "Information on the Internet" being the most frequently accessed resource.
In today's society, traditional media such as television, radio, and newspapers, along with social networks, serve as primary information sources for many, including students, with usage rates of 66.8%, 64.8%, and 53.4% respectively However, the reliability of climate change information from these platforms can often be questionable In contrast, more credible sources like scientific conferences and academic journals or science books provide well-founded information, although students have limited exposure to these resources, with engagement rates of only 22.5% and 18.2%.
Figure 4.4 Students' sources of knowledge to respond to the survey
Discussion
Through the analysis of survey data, we can verify the research questions and hypotheses as follows:
Research Question Research Hypothesis Verification
What is the level of student's knowledge about the fundamental issues of climate change?
Students have an average level of knowledge about the fundamental issues of climate change
Students have a weak level of knowledge about the fundamental issues of climate change
What is the level of students' awareness about climate change content in the upper secondary education program?
Students have an average awareness of climate change content in the upper secondary education program
Students have a good awareness of climate change content in the upper secondary education program
What is the level of student's awareness about their role in climate change
Students have a good awareness of their role in climate change education
Students have a good awareness of their role in climate change education
Family, friends, relative Television, radio, newspaper
Teachers Social networks Textbooks, classroom teaching content
Scientific conferences Information on the Internet
Pedagogical students exhibit a lack of understanding regarding fundamental concepts related to climate change, including its definitions, causes, impacts, and potential mitigation and adaptation strategies Notably, no faculty, even those specializing in relevant fields like Geography, Biology, or Physics, achieved average knowledge test scores Additionally, the P-value exceeding 0.05 in over 13 multiple-choice questions suggests that students' academic years do not correlate with their ability to answer climate change-related questions This raises critical concerns about the training process at HNUE, prompting inquiries into the effectiveness of environmental education, the level of student interest in climate change, and whether significant knowledge gains occur throughout their four years of study.
The score reflects students' interest in climate change, revealing that the level of engagement among faculties, particularly the Philology Faculty, is notably low This lack of interest correlates with students' comprehension of the subject; those who are engaged tend to achieve higher scores Consequently, this emphasizes the need for enhancing knowledge and fostering a greater interest in climate-related issues among students.
Many pedagogical students struggle to fully understand and engage with the general curriculum and subject programs, particularly in areas such as Biology and Geography A significant gap exists regarding climate change education, leaving students unable to comprehend its implications or effectively apply related knowledge in real-world contexts.
Analytical data indicates that fourth-year students exhibit a strong overall awareness, whereas first-year students demonstrate an average level of awareness, with only a slight difference between the two groups Across all indicators, fourth-year students consistently show a higher level of awareness.
A study reveals a significant concentration of final-year students following a four-year training program, with Physics, Biology, History, and Geography faculties demonstrating the highest levels of awareness Conversely, Philology and English faculties, which focus primarily on social sciences, exhibit the lowest levels of awareness among students.
Students at the Faculty of English should focus on developing key skills such as speaking, listening, reading, and writing, alongside subjects like English language, pragmatics, text analysis, and translation Additionally, while articles on topics like the environment and climate change serve as valuable data, they highlight the need for a more comprehensive approach to English studies, indicating a potential gap in the department's academic offerings.
The survey reveals that students recognize the importance of climate change education and express a strong willingness to engage in related activities This finding aligns with previous research by Helen Boon (2016), Nayan (2020), and Jeong (2021), highlighting a consistent awareness among students Furthermore, the investigation into students' knowledge levels and information sources about climate change shows similarities to the findings of Helen Boon (2016), reinforcing the ongoing relevance of climate change education in academic settings.
2010), Meilinda et al (2017), Competente (2019) when pedagogical students have low knowledge, misunderstandings about concepts and students are mainly exposed to information from the internet, social networks, and other media
To effectively educate upper secondary students about climate change, pedagogical students must possess a solid understanding of relevant content and recognize their crucial role in this process With the ongoing changes in Vietnam's upper secondary education program, it is essential for all students, not just final year or climate-related faculties, to engage with climate change topics This is particularly important as integrated teaching approaches gain traction Research findings indicate a pressing need to enhance the understanding of the upper secondary education curriculum and climate change knowledge at Hanoi National University of Education (HNUE).